The Universalist. [volume] (Chicago [Ill.]) 1884-1897, 1887-07-02
SuecfaI Contributors.
SHALL WE CONTINUE THE INTER
NATIONAL LESSONS7
BY REV. EDGAR LEAvITT.
Oshkosh. Wis.,

w. Another objection made to the
International Lessons, is that the
method is bad one. 1t gives the pupil
no connected idea of the Bible, but
goes through the books in way that
defies order. 1t does not follow any
logical order for the unfolding of the
illogical system either. This is an OBJ
lection made by others besides Univer-
salists. 1t is not fault imposed upon
it by it's orthodox origin. Any system
that passes from point to point, taking
up the salient features of book, must
be open to this objection. 1t seems to
me that the Lessons thus far this year,
in Genesis and Exodus, have been ad-
mirably chosen,-have chosen the most
striking and important parts of the
book. 1 don't see how they could have
done better. The stories have been
chosen that are most interesting to
children, and the moral and spiritual
treatment has been fine. OF course the
study is much more profitable if the
pupils will read the connection between
the lessons. With the smaller classes
perhaps this cannot be done; they must
deal with episodes, but with the elder
pupils it can bes1Hsed- -as an HeneouFage-H
ment to Bible reading. When our les
sons were in Genesis, required my
Bible class to read the book in order,
and then come into the class and ask
such questions as they desired, to which
I answered as we'll as l could, calling
their attention to, and having read in
the class, the most striking, beautiful
and valuable passages. My method de-
veloped considerable interest, and Sc
cured Bible reading which is too rare
thing among all people.
Iwould pursue the same plan through
the year, using the International Les
sons more or less, according to circum-
stances, as a lead. With the younger
pupils, without the power to couple
study and discipline as in the public
schools, it is almost impossible to secure
results entirely satisfactory. Much de-
pends upon the teacher; but we cannot
always choose such teachers as we
would and must use such as ecan get;
and some that we get are compelled
by the very nature of things, to fall back
upon the lesson paper. l do not know
but such can do just as good work with
the International Lessons as with any.
A different selection would not help
them materially.
The objection that the lesson papers
do not develop system of theology in
a regular systematic order, if it be an
objection, is against the Bible itself,
for it does not do that either. The
Bible teaches theology by life. 1t shows
theology in application. Theological
principles there displayed in action
may be classified and arranged in sys-
tenn, no doubt, but it is not thus that
they there appear. Besides such an
arrangement for Bible study would in
troduce the "skippity-hop" principle to
an alarming extent, and certainly pre-
vent the pupils obtaining connected
and ineligible view of the Bible as a
whole. 1t would make the lessons far
more liable than can possibly be the
case now, to abuse for sectarian ends.
V. A fifth objection that is some
times made, is that the International
Lessons are too much occupied with
the Old Testament instead of the New.
1 fear that the Old Testament is
greatly underestima.ed book in GER
tain quarters. 1t is less familiar than
the New, and is underrated because it
is less familiar. Thomas Paine said,
at the close of his "Age Of Reason"
81 have now destroyed the Old Testa-
ment, and if the Old Testament is de-
stroyed, the New Testament falls with
it." All may not be able to agree with
the wide implication of his remarks,
and yet there is great truth in it. The
New Testament becomes ineligible
only from an acquaintance with the
Old. Surely those who are greatly in
favor of chronological, or logical con-
nection in study, should favor an ac-
quaintanee with the Old Testament;
and those who favor thoroughness of
work should desire Old Testament
study. Christianity is natural and
logical outgrowth from. as well as a di-